Research has shown us that the one-time workshop and large lecture approach to professional learning are NOT the most effective in enabling educators to learn new techniques and foster student learning. On the contrary, we’ve learned that there needs to be a certain set of characteristics to professional learning for it to be considered effective.
The duration of professional development must be signi cant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.
There must be support for a teacher during the implementation stage that addresses the speci c challenges of changing classroom practice.
Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.
Modeling has been found to be highly e ective in helping teachers understand a new practice.
The content presented to teachers shouldn’t be generic, but instead speci c to the discipline (for middle school and high school teachers) or grade-level (for elementary school teachers).
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf